No Child Left Behind Act- NCLB Term Paper

Pages: 10 (4609 words)  ·  Bibliography Sources: ≈ 18  ·  File: .docx  ·  Level: College Senior  ·  Topic: Children

No Child Left behind Act- NCLB was formerly known as the Elementary and Secondary Education Act - ESEA which was enacted during 1965. Accented to by President Lyndon Johnson, the ESEA supplied monetary grants to the regional functionaries imparting education to fulfill the individual educational necessities of the educationally underprivileged children. Besides, it even gave resources for libraries, academic research and state education departments and projects. (Kafer, 2004) President George Bush in the January 2002 approved a broad amendment of the Elementary and Secondary Act of 1965.

Widely recognized as the No Child Left behind Act - NCLB Act and ratified with overwhelming backup of the two parties in Congress, this latest Act guarantees a vital departure in endeavors at each stage to enhance the standard of public education. (Ritter; Lucas, 2003) the plan necessitates the state to conduct an examination for every pupil each year in grades 3 to 8 in reading and mathematics; to disaggregate the marks secured according to ethnic status, sex, English-language expertise, incapacitation and socioeconomic position; and subsequently makes public the data. (Kafer, 2004)Buy full Download Microsoft Word File paper
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Term Paper on No Child Left Behind Act- NCLB Was Assignment

The members of parliament expected that the enactment of No Child Left Behind might result in: increased answerability for outcomes; more freedom for schools, school districts, and states in how they utilize monies of the federal government; a broader variety of education alternatives for families from underprivileged environments; and a stress on research-oriented teaching methods. The Act powerfully stresses on literacy aimed at youths, enhancing credentials of instructors and guarantees that each child who goes to the school in the United States will be taught English. (Jerry, 2003) Several people regard the NCLB enactment as President Bush's important milestone in Education Act of 2002 and mention the noble purposes for its cause, whereas several others particularly at the regional and school stages persist to have serious reservations on its true consequences. (Martin, 2004) Let us now have a look at the supporting and opposing viewpoints of the debate.

Supporting viewpoints

Under the coverage of the No Child Left Behind Act, it has been debated that parents of English language learner can hope: That their children gets good standard of education and imparted through an extremely skilled instructor, That their child s taught English and other subjects like reading -- language arts and mathematics at the similar academic stage like every other students; to discern whether their child has been singled out and suggested for joining in an English language acquirement course, and to admit or decline such joining; to select another English language acquirement course for their child; to shift their child to a different school in case his or her school is found to be in necessity of betterment: To appeal for additional services meant for their child, like giving tuitions, in case the school where the child attends is found as "in need of upgrading" for two years; to subject the child to yearly tests in order to evaluate his or her improvement in acquirement of English language; to obtain information relating how the child is faring in the academic examinations; to impart their child with courses that are systematically established to work, and to have the chance for their child to attain his or her peak educational capability. (Paige Outlines No Child Left behind Act's Ten Key Benefits for Parents of English Language Learners)

It has been debated that settlers land up in this nation in pursuit of an enhanced lifestyle for their family. The parents come to be more concerned about their child's academic results with the No Child Left Behind, thereby aiding in accomplishing the aspirations of both the parent as well as the child. All these ten advantages will aid the parents to take a dynamic, participatory responsibility-since if they are aware what to look ahead for their child, they will be in a much superior situation to aid their child to do well in school. It has been contended that studies reveal that those students who are unable to read or write in English have an increased chance of discontinuing their studies in schools, and they frequently experience reduced scope throughout their life. An improved standard of K-12 education will assure that each child who has an ambition for a college education will be educationally equipped to join an institution of advanced education, presenting more flexibility, offering parents greater alternatives and imparting students on the basis of what is useful.

As per the act's robust provisions of responsibilities, states should explain the manner in which they will bridge the gap in the accomplishment and ensure every student, together with those who are incapacitated, attain scholastic ability. Apart from that they must show yearly state and school district report cards, which notify parents and communities regarding state and school progress. Moreover, schools, which are unable to make sufficient growth after two years, should provide preference regarding public school; and thereafter by support services, like giving tuitions without charging any fees or providing extra guidance after school hours are over; subsequently take remedial measures; and, if it is found that they are not yet achieving any sufficient annual growth after five years, make striking modifications in the manner in which the school is functioning. (Paige Outlines No Child Left behind Act's Ten Key Benefits for Parents of English Language Learners) latest key report published in March 2004 infers America's large city schools are making significant development in uplifting attainment of students, and the No Child Left Behind education law is aiding to impel these marks. The report brought out by the Council of Great City Schools which is a national ensemble of having presence of more than 60 of the country's biggest urban school districts reveals students in the country's important urban schools have put up considerable improvements in the math and reading evaluation conducted throughout the state after the enactment of NCLB. Besides, latest outcomes of the test published of late by a lot of states for the year 2003-2004 reveal students are securing enhanced marks in math and reading on states examinations. Although the complete improvement as a result of No Child Left Behind is yet to take effect, parents have by now witnessing encouraging outcomes from its proclamation for answerability and improved standards for every students. (Boehner, 2004) recent unbiased report by the nonpartisan Education Commission of the States recommends states are achieving improvement in executing the education amendments covered in the No Child Left behind Act. Nevertheless the framers of the report declare that the states have yet to do a tough job to guarantee that each classroom possess an extremely skilled teacher by the 2005-2006 ultimatum. As per the latest Associated Press feature "Study: States show progress under new school law, but work ahead," Ben Feller, the Associated Press; July 14, 2004, the revelation of the report contains: 98% of states keep a trail to describe what represents a doggedly dreadful school, a categorization that would instantly provide parents the alternative to shift their children to safer schools; 92% of the states keep a trail to openly announce disaggregated student performance data, making sure that parents are aware regarding the manner in which the every student subgroups are achieving, as well as minority students, economically weaker children, incapacitated students, and English-language learners; 53% of states are keeping trail to find out which schools require upgrading prior to the starting of the new academic session, making sure that parents possess time to take informed judgment on the alternatives on hand to develop their academic chances of their children; and 22% of states are keeping trail to appoint an extremely skilled teacher in every classroom. In excess of 100 African-American and Latino school district superintendents from all over the nation have of late written letters to federal leaders- as well as Sen John Kerry- conveying their ardent favor for the No Child Left Behind Act endorsed by President Bush and cautioning that waning the law, as suggested by the NEA and other adversaries, would take it back to square one. These superintendents who support the NCLB are jointly responsible for the academic pursuits of in excess of 3 million American students. (Boehner, 2004)

It has been debated that the significance of the "No Child Left Behind" is that it starts in the initial stages to avert children from having learning problems. The children who are well in studies in the initial classes comparatively do well in the subsequent years. About $1 billion will be allocated every year by the Reading First endeavor to aid the states and regional school districts set up superior quality, wide-ranging reading training aimed at every child in kindergarten up to class three. Through this the children and parents receive more details regarding their educational progress of their child. Proponents are of the opinion that under the No Child Left behind Act, every state will access the progress of each child from the third grade right up to the eighth in reading and math. Parents will receive report cards… [END OF PREVIEW] . . . READ MORE

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